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have four children in the san francisco unified school district, at george washington carver elementary school, and martin luther king school. i'm the president of the ptsa at my child's elementary school and a member of coleman advocacy for children and youth. i am here today to talk about the achievement gap and how our african-american children are falling behind and how the gap is growing between african-american children as a group. this summer i took part in a leadership academy with coleman advocacy and learned that more than 65% of african-american children in the districts are not proficient in language, arts and math, while caucasian children looks nothing like ours. i also learned about the school to prison pipeline and the result achievement gap plays. our african-american children fall forced and get pushed into prison because the district has not taken the time to sit down with the little african-american boys and girls and really invest in them. more needs to be done before it is too late. it is important. our children's lives are at stake now more than ever. [speaker not
the san francisco unified school district believe are some of the causes of this high drop-out rate? you mentioned outmigration. what are some of the other causes? what are the symptoms, why are we so sick? >> well, clearly the american high school drop-outrate -- we don't have a monopoly on that. * it's the case in most urban centers and even rural districts. so, the factors, they are complex. certainly we have our students during the school day, but it's hard to not make some correlations to sort of the other social economic factors, community factors, you know, people were saying sort of the slogan it takes a village. it takes a healthy village. some of the things we notice makes a difference is when we help students and families sort of meet some of those challenges. so, things that have proven successful in getting kids to better rates of proficiency, making mental health services available, making sure there is academic and enrichment opportunities in the summer and after school, making sure they are involved with a mentor, making sure that they're involved in advisories with a pri
and preparing students for successful graduation in 2014 and beyond. san francisco unified district in collaboration with the city and county of san francisco together identify the financial resources for crisis intervention making a broken promise and truly supporting all students in being successful, not just some. focusing on offering credit recovery opportunities like seventh period available at each high school for struggling students with a teacher present, not just online cyber high. prioritizing the students most at risk of not graduating for the classes of 2014 and 2015. smaller classes sizes for the key a through g classes and academic support and tutoring for students not on track for graduation. where there are many things the select committee can recommend and move on to both body, we are encouraging each one of you to take into account, like i said, the urgency and figuring out how we are going to graduate 2014 and 2015. thank you for your time. >> thank you very much. colleagues, any questions? (applause) >> on the presentation? supervisor olague. >> i guess i was won
i actually represented the san francisco unified school district as a lawyer on the consent decree case. one thing to remember is that san francisco unified was actually under court order for more than two decades because of discrimination. and a federal court order, you know, overseeing the operations of the school district could not fully address all of the issues that we're talking about . and during that time each year the school district was getting about $40 million from the state to address those issues. so, just to provide some context. so, my suggestion would be to the folks, the supervisors who requested this hearing and to many of the people that i hear, i do think it would be helpful so that we don't have a situation where we talk about this and nothing happens, to set up a small working group to come up with some suggestions in terms of moving forward whether it's the creation of a task force, whether it is, you know, something larger, because the reality is that we're talking about public education. but there are so many different issues that are a part of this that t
is these are students that are both not finishing school uc or ucs eligible and not graduating san francisco unified school district with a diploma if this pattern persists. so, just to call it out, for our 2014 class, african-american students, those are 246 kids today not on track. these are students that are not performing with a d or better in their required courses and only 76 that are on track if you look at the minimal requirements. if you see the 2015 class, you see that number there. now, of course, as they become juniors and seniors, you'll notice that the sequence gets even a little more stringent. so, the big question is what are some of the strategic actions and interventionses for closing this achievement gap, which is persisted for generations? >> commissioner. >> excuse me, deputy lieutenant. i have a question or clarification on the last slide. does that include students that are just in our regular schools or does that include our county schools? >> good afternoon, bill sanders, director division of curriculum instruction. it includes all students in that grade. >> okay, thank you.
, there is a [speaker not understood]. >> you heard both presentations, one from the san francisco unified school district and the other one from dcyf. could you give me your gut reaction or some -- if you can -- or you can give me some kind of -- some thoughts that you were thinking as you were listening to some of the data you presented today. >> yes, mr. chair, and supervisor cohen. there is actually data the school district provided is promising the children for tomorrow, right. we're dealing with a crisis of high school students today and the issue is they did not present any recommendations on how to resolve the issues that are facing us today. and, so, when we get to figuring out how we can get the school district to not just also prepare students at kindergarten and the rest of the elementary grades, but also focusing on the students that were not given adequate education that they deserved yesterday, then i can talk about that. >> so, you probably know what the numbers were looking like 10 years ago as i was. thank you, mr. chair. that's all i have. >> colleagues, i'd like to turn it ove
want to set a very clear expectation for the san francisco police department and also the unified school district, and that being that in the design, the practice and the implementation of this memorandum we really want to make sure that the students are not treated as subjects, but instead as active stakeholders in this process. we feel like students' input should be involved in the design, but also take into consideration things like students' involvement in the selection of [speaker not understood], also evaluation of [speaker not understood], that is really important. and as well as what was said earlier, to the extent you have student input, what that does is it affirms and values that students have a voice na process and their opinions are valued as equal to the people who are behind designing these policies. we hope you can send that message to the students and you can support the involvement and their investment and that you actively work to seek their legitimate input in the designing of this program. thank you. >> thank you, commissioner. thank you for your service. next
Search Results 0 to 19 of about 20 (some duplicates have been removed)